Purpose: A brief from the National Comprehensive Center for Teacher Quality on the role of teacher leadership in education innovation states, "Teacher leadership is the process by which teachers, individually or collectively, formally influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the goal of increased student learning and achievement." There are different forms of teacher leader roles including "teacher leader," "master teacher," "peer mentor," or "academic coach." Element 1 provides overview information on the approaches to and models of teacher leadership.
Purpose: A teacher aspiring to be a "teacher leader," "master teacher," "peer mentor" or "academic coach" should first investigate the nature of such role, how the role might fit with his or her abilities, and identify the associated educational and certification/licensure requirements of each role. Element 2 provides information to assist a teacher in preparing for a teacher leader role.
Purpose: To recruit teacher leaders effectively, a district needs to have a plan of action. The plan should identify the teacher leader role within the district, define the prerequisites for the role, and reflect applicable state standards or certification or licensure guidelines and an awareness of educational programs providing course work associated with the teacher leader role. Element 3 provides resources to assist the district in developing such a plan.
Purpose: A teacher in a peer leadership role helps colleagues improve their professional practice, supports collaboration and instructional strategies, and encourages professional learning. Fulfilling these roles successfully is the essence of teacher leadership. Element 4 provides resources to assist in becoming an effective teacher leader.
Purpose: Teachers in leadership roles must attend to their own continuing professional learning to enhance their abilities to support colleagues to improve their instructional capabilities. Teacher leaders could have a dual teaching role, one with their students and the other with their peers. Element 5 provides resources to assist teacher leaders in addressing their professional learning.
Guideline: Throughout the school year, teachers in leadership roles should monitor their personal professional learning goals in relation to the professional learning accomplished. Adjustments to the plan should be made as necessary. Likewise, teacher leaders should assist their fellow teachers to monitor their professional learning goals in relation to the professional learning accomplished. This task provides resources to monitor professional learning.
The New Hampshire Department of Education's Professional Development Master Plan Toolkit serves as a thinking guide for educators in developing professional learning programming. The toolkit offers several reflective templates that are useful to teachers in monitoring professional learning progress. These templates have been extracted from the document and reproduced for ease of use by interested teachers.
This link is to the Reflection for Learning website developed by the University of Oregon's Helen Barrett and Jonathon Richter of the Center for Advanced Technology in Education. As noted at the website, its purpose is "to support reflection for learning in education, from early childhood through higher education and into the professions." Teachers may find the content useful when assessing the effectiveness of their professional learning.